G8 English Lesson Exemplar 2nd Quarter

HINANDAYAN NATIONAL HIGH SCHOOL

LESSON PLAN IN
Grade 8-English – 1st Week (13-17)
Quarter: SECOND
Theme: Embracing our Heritage
Sub-Theme: Tracing our roots

Content Standard:
Performance Standard:
The learner demonstrates understanding of:
East Asian literature as an art form inspired and
influenced by nature; relationship of visual, The learner transfers learning by composing
sensory, and verbal signals in both literary and and delivering a brief and creative entertainment
expository texts; strategies in listening to long speech featuring a variety of effective paragraphs,
descriptive and narrative texts; value of literal and appropriate grammatical signals or expressions in
figurative language; and appropriate grammatical
topic development, and appropriate prosodic
signals or expressions suitable to patterns of idea
development. features, stance, and behavior.

I. LEARNING COMPETENCY
EN8LT-Ih-3:
Explain how a selection may be influenced by culture, history, environment, or other
factors.
EN8LT-IIf-2.2.3:
Determine tone, mood, technique, and purpose of the author
Objectives:
1. Distinguish certain practices, cultures and traditions of a particular place.
2. Explain how the selection ―The Vanity of the Rat‖ may be influenced by culture, history,
environment, or other factors.
3. Express perspectives and positive attitude towards viewpoints of other cultures.
II. LEARNING CONTENT
Lesson: “The Vanity of the Rat” (Korean Fable) Materials:
1. Jigsaw Puzzles
2. Activity Sheets
3. Copies of the Literary Text
4. Audio-visual materials References:
1. K to 12 Curriculum Guide (May, 2016) p. 179-180
2. Learning Package pp. 591-593
III. LEARNING TASKS

Introduction: Our family is part of our existence. In fact they are the reason why we work, live and strive
in life. They are the source of our happiness. Korean people, just like Filipinos, give high regard to their
family, especially to their parents.
Preliminary Activity:
• Task 1. K-W-L (Korea and Its Culture)
 Group Task 1. Fill out the K-W-L chart. Present your output in class. Remember that you will not be able
to accomplish the L column yet. You will go back to this part before the end of this unit.
What do I Know about What I Want to Know about What I Learned about
________________ ___________________ _______________
Activity:
• Group Task 2: Picture Puzzle!
You will be given an envelope with pieces of picture puzzle to solve on. The first group to finish
the task will gain the highest points.
Group 1 Group 2 Group 3
Group 4 Group 5
Analysis:
One representative from the group will describe the picture they have in front of the class.
Once you have finished the task, you will answer the following questions:
1. From those pictures presented, what certain word can you associate with?
2. Should parents interfere with their children in the choice of their partners in life?
Abstraction:
• Task 2: Watch Me!
You will watch a video presentation of the Korean fable ―The Vanity of the Rat‖
https://www.youtube.com/watch?v=5wye6NcAQcg
Answer the following questions to check how well you understood the
video:
1. What characteristics of a prospective husband does Mr. Rat want
for his daughter?
2. Was Mr. Rat’s choice of a husband for Rena really the best? Why or Why not?
3. Do the characters in the fable behave somewhat the same as real human beings?
Why? Why not?
4. What particular character trait of a Korean family is implicitly revealed in the fable?
5. How is their practice similar/different from the Filipinos? Explain.
6. What does this similarity or difference imply?
• Task 4: Listen to Me!
Listen to the lines to be read by your teacher. Write the particular line stated by the characters in the
bubble and infer their personality trait by choosing from the pool of words in the box. Write your
answers on the lines provided below.
opportunist honest conceited humble greedy
Lines of the Characters
"I am strong" he told them on hearing their story. "I

can make a big tree fall over or blow down a house. I
“What the Sun says is true. However, am
I
can shake up an ocean. But try as I may, I can't move
powerless when I meet Mr. Wind. Wherever a stone buddha."– MR. WIND
he blows, I must go."– MR. CLOUD
“Well, I'm pleased that you think so highly of me

“"But there is one that is more powerful than me."
"I know who will make the perfect husband for
"Why Mr. Cloud, of course! I am powerless when he
our daughter, the Sun, there is none more
powerful in the world than the Sun"- MR. RAT covers me."- MR. SUN
 Task 5: EXTRA-ditions
Read the article about Korean traditions and identify the tradition or values found in it.
You will need this information in doing the 3-2-1 chart.
Korean Beliefs and Practices

Koreans believe in sincerity and following protocols while meeting, eating, praying or even celebrating is very important. Let us have a look at different Korean etiquette in
this section of the article.
Bowing is equivalent to the handshake in Korean culture. Bowing means showing gratitude and respect to the person you are meeting with. The younger generations have
blended the western culture with their native culture by shaking hands after bowing to each other.
Gifts have remained an integral part of their culture; however, gifts are always given according to the capacity and affordability of the other person because Koreans firmly
believe in reciprocating. The quantity or numbers also add value to your gifts; seven is considered as a lucky number so anything in multiples of seven will be accepted
heartily. However, they avoid giving anything that falls in the multiple value of four because Koreans consider four as an unlucky number. Red, yellow and pink colors
denote happiness and prosperity in the Korean culture. The use of white, black or green colors for wrapping is offensive and must be avoided.
Korean food and drinks add flavor to their traditional lifestyle and rice malt served with kimchi is their specialty. Cold noodles, bibimbap, bulgogi and dakgalbi are some of
the world-famous Korean dishes. However, dining and eating means following a strict protocol. No indoor farewells, the removal of shoes before enteri ng the house or
dining room, and most importantly, only male hosts will serve the drinks.
Buddhism is the main religion in Korea and its teachings reflect in Korean lifestyle, culture and arts. Numerous Buddhist statues, monuments and temples have been
included in the National Treasure and Monument list by the government. Yungdrung is major symbol of Korean Buddhism and it can be seen outside temples and religious
places in Korea.
Traditional clothes are the pride of the Korean people. Hanbok is the name given to traditional Korean attire. It is worn in marriage ceremonies, family functions and
traditional festivals. It is also the official government and national dress in Korea. People of all ages wear it with pride because it is one of the emblems of their cultural
identity.
Knowing and understanding these customs is important because while visiting the country, you must abide to their rules and customs; otherwise, you might end up in an
embarrassing situation because western practices and customs are totally different from the customs of the Korean people. http://www.brighthubeducation.com/social-
studies-help/121158-korean-customs-and-beliefs/
3
Things You Found Out
2
Interesting Things You
Discovered
1
Question You Still Have to
Ask
Application:
 Final Task: Convince Me!
Consider this statement: Your parents know the right man/ woman or you
to marry. Exchange views with your classmates in a form an informal
debate. Your teacher will help you facilitate the activity.
Assessment :
 On a one whole sheet of paper write an essay about the theme of the fable.
Please be guided by the rubric that follows.
WRITING AN ESSAY RUBRIC

CRITERIA Excellent 4 Proficient 3 Developing Beginning 1
2
FOCUS & DETAILS There is one clear, There is one clear, There is one topic. Main The topic and main ideas are not
wellfocused topic. Main ideas wellfocused topic. Main ideas are somewhat clear. clear.
are clear and are well ideas are clear but are not
supported by detailed and well supported by detailed
accurate information. information.
ORGANIZATION The introduction is inviting, The introduction states the The introduction states There is no clear
states the main topic, and main topic and provides an the main topic. A introduction, structure, or
provides an overview of the overview of the paper. A conclusion is included. conclusion.
paper. Information is relevant conclusion is included.
and presented in a logical
order.
VOICE The author‘s purpose of The author‘s purpose of The author‘s purpose of The author‘s purpose of writing
writing is very clear, and writing is somewhat clear, writing is is unclear.
there is strong evidence of and there is some evidence somewhat clear, and
attention to audience. The of attention to audience. there is evidence of
author‘s extensive knowledge The author‘s knowledge attention to audience. The
and/or experience with the and/or experience with the author‘s knowledge
topic is/are evident topic is/are evident. and/or experience with
the topic is/are limited.
SPELLING AND There are no spelling or There is one spelling or There are 2-3 spelling The final draft has more
PUNCTUATION punctuation errors in the punctuation error in the and punctuation than 3 spelling and
final draft. final draft. errors in the final draft. punctuation errors.
Character and place names
that the author invented are
spelled consistently
throughout.
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON PLAN IN
Grade 8-English- 2nd week (Nov. 20-24)
Quarter: SECOND
Content Standard:
figurative language; and appropriate grammatical topic development, and appropriate prosodic
signals or expressions suitable to patterns of idea features, stance, and behavior.
development.
EN8LT-Ih-3: Explain how a selection may be influenced by culture, history, environment, or other factors.
EN8VC-IIe-1.3: Predict the gist of the material viewed based on the title, pictures, and excerpts
Objectives:
1. Discover some practices, beliefs, or modes of behavior of the people of selected Afro-Asian
countries.
2. Explain how the selection ―The Soul of the Great Bell‖ may be influenced by culture, history,
environment, or other factors.
3. Convey through words or actions the value of sacrifice.
Lesson: “The Soul of the Great Bellt” (Korean Folktale) Materials:
1. Activity Sheets
2. Copies of the Literary Text
3. Audio-visual materials
References:
1. K to 12 Curriculum Guide (May, 2016) p. 120
2. Learning Package pp. 33-42
III. LEARNING TASKS
Introduction:
Sacrificing your life for another is perhaps the most courageous thing you can do. If you give money to
help a friend, it is not sacrifice; if you give it to a worthless stranger, it is. If you give your friend a sum you
can afford, it is not a sacrifice; if you give him money at the cost of your own discomfort, it is only a partial
virtue, according to this sort of moral standard; if you give him money at the cost of disaster to yourself—
that is the virtue of sacrifice in full.
Process Questions:
1. What can you say about this
statement?
2. For you, what is sacrifice?
3. Are you willing to sacrifice
just for the people you
love?
Activity:
Task 1: You Heard It Right!

You are asked to close your eyes and be silent while you are listening to a recording of
bell sounds.
Analysis:
After listening, you will answer the following questions:
1. Describe the kind of sound a bell makes based from what you have listened to. (sound of bell as ringing,
melodious, and sometimes deep, in the case of big bells, such as church bells)
2. What do you feel or what are you reminded of when you hear the bell sounds?
Task 2: Vocabulary Overload!
This time, be ready to read a folktale from China. In reading the Soul of the Great Bell, you will surely meet
some unfamiliar words which may cause you to stop and analyze the meaning of each to understand the details of
the story.
Directions: Go over the following terms or expressions taken from the Soul of the Great Bell.
Read them to yourself and figure out the meaning of each italicized word using context clues.
Circle the letter of your chosen answer.
In the Tower of the Great Bell: now the (1) mallet is lifted to (2) smite the lips of the metal monster—the
vast lips inscribed with Buddhist texts.
A mallet is _______ a. a hammer b. an axe c. a saw
To smite is to _______ a. hit b. touch c. caress
All the little dragons on the high-tilted eaves of the green roofs (3) shiver to the tips of their gilded tails
under that deep wave of sound.
Shiver means to _______
a. fall on one‗s knees
b. tremble at the loud sound
c. be destroyed by the gilded tails
All the green-and-gold tiles of the temple are vibrating; the wooden goldfish above them are (4) writhing
against the sky.
writhing means ________ a. twisting b. pointing c. leading
Therefore, the worthy mandarin Kouan-Yu assembled the master-molders and the renowned bell smiths of
the empire, and all men of great repute and (5) cunning in (6) foundry work.
cunning means _______ a. innocent b. expert c. skillful foundry means _______
a. act, process, art of making plastic
b. act, process, art of casting metals
c. act, process, art of painting metals
Therefore, the molds had to be once more prepared, and the fires (7) rekindled, and the metal remelted, and
all the work tediously and (8) toilsomely repeated. rekindled means
a. lighted again b. set on fire again c. stopped the fire toilsomely means _____
a. with difficulty b. lightly c. unmindfully
(9) Gold and brass will never meet in wedlock, silver and iron never will embrace, until the flesh of a
maiden be melted in the crucible; until the blood of a virgin be mixed with the metals in their fusion. What
does this mean?
a. Gold, brass, silver and iron will never be fused together by a virgin maiden
b. The blood of a virgin maiden mixed with gold, brass, silver and iron
c. Gold, brass, silver and iron will fuse when mixed with the blood of a virgin
And even as she cried, she (10) leaped into the white flood of metal.
Leaped means to _____ a. squat b. jump c. run
(11) And still, between each mighty stroke there is a long low moaning heard; and ever the moaning ends
with a sound of sobbing and of complaining, as though a weeping woman should murmur, ―Hiai!
There are words with similar meaning in the given statement. What are they?
a. Between, low, end, stroke, ever
b. Moaning, sobbing, complaining, weeping, murmuring
c. Stroke, long, low, murmur, sound
Abstraction:
 Task 3: 1, 2, 3, View!
You will have a silent reading first of the folktale and for further understanding you
will watch a video presentation of ―The Soul of the Great Bell‖
https://www.youtube.com/watch?v=86-zN4eab7E
• Task 4: Spin a Story Wheel!

Did you have fun reading the ―Soul of the Great Bell‖? In a group of five, answer the questions in the
story wheel to get to know more about the folktale. Share your answers with the class. Happy spinning!
Application:
• Final Task: Different Acts For Different Folks!
Students will be grouped into five. Each group will be given a specific task.
Group 1:
The students will draw something that shows their
Task: PAINT ME A sacrifice and love for parents.
PICTURE
Group 2:
The students will conduct an interview about what
Task: ROLL VTR! and how will they sacrifice their happiness just for the
love of parents.
Group 3:
The students will create a short letter addressed to
Task: LETTER FROM THE their parents expressing how grateful they are for having
HEART! them.
Group 4:
The students will choose a song that best interprets the
Task: SING ME A SONG! message of the story and sing it to the class.
Group 5:
The students will role play the scene that they like
Task: PLAY ME A ROLE! best in the story. Use the words you have learned from
the story. Highlight Chinese traditions by using
traditional Chinese clothes. Use some background music
from the collection of ancient Chinese songs.
Here are some suggested scenes but you may come up

with other scenes in the story:
envelope from the Mighty Emperor
iron
Point for localization:

• The learners will base their outputs in the differentiated tasks from their very own experiences.
Point for contextualization:

• The learners will learn how to value and show love for their parents.
ART RUBRIC
ORAL PRESENTATIONUBRIC R
for Interview Task
LETTER WRITING RUBRIC
Criteria 4 3 2 1
The letter is creatively The letter is Letter appears busy or Letter is unattractive or
designed with easily eyecatching and boring. Text inappropriate. Text
read text. Grammar, attractive. Text is easy may be difficult to is difficult to read. It
style, and purpose all to read. Grammar, read. May have some does not have proper
Layout/ Design excellent for a letter. style, and punctuation grammar and or grammar or punctuation
is indicative of a letter. punctuation that for a letter.
indicates it is a letter.
Information is accurate Information is well Some information is Information is poorly

and complete, is written and interesting provided, but is limited written, inaccurate, or
Information, style, creatively written, and is to read. or inaccurate. incomplete.
audience, tone cleverly presented.
Excellent job on Style, purpose, Information mislabeled Grammar, punctuation,

Grammar, presentation, style, audience, or missing. and choice of words poor
Punctuation, and grammar, and grammar, and Inaccurate punctuation for a friendly letter.
choice of words for punctuation. punctuation all fair or grammar.
the friendly letter and indicative of a
friendly letter.
Student demonstrates Student is at ease Student is Student does not have

full knowledge (more with content, but uncomfortable with grasp of information;
than required) with fails to elaborate. information and is able student cannot answer
Content explanations and to answer only questions about subject
Knowledge elaboration. rudimentary questions.
RUBRIC FOR SINGING

CRITERIA 1 2 3 4
Melody, Pitch Developing towards Sings some simple Sings simple songs easily Confidently sings in tune
and Pitch singing in tune. songs mostly in tune. and manages some more for most songs appropriate
Direction Limited breath Developing breath complex tunes some of the to student‘s level. Proper
control. control for typical time. Has adequate breath control enhances
Pitch is uncertain. patterns. Has breath control. Matches phrasing.
difficulty with pitch with few errors. Matches pitch reliably.
managing pitch
control.
Rhythm Tempo/rhythm are Some regularity in Maintains consistent Maintains appropriate

uncertain and irregular. tempo-rhythm, but tempo/rhythm. tempo/rhythm for given
sometimes misses. songs—can punctuate
effectively and
independently.
Dynamics Dynamic level is often Dynamic level varies Dynamics are consistent and Dynamics are appropriate
too loud, overpowering inconsistently, but is generally appropriate and for different aspects of the
others, or so soft that developing towards balanced within the song. Reflects the notation
the song cannot be appropriate levels. ensemble. and/or the director‘s intent.
heard.
Expression/ Monotonic or Expression is Expression is generally Expression enhances

Phrasing inappropriate sometimes appropriate to the song performance by adding
expression mars appropriate, but being sung. appropriate depth and
performance. may be emotional range.
inconsistent.
ROLE PLAY RUBRIC

REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON PLAN IN
Grade 8-English – 3rd Week ( Nov.27-Dec.1)
Quarter: Second
Content Standard:
descriptive and narrative texts; value of appropriate grammatical signals or expressions in
literal and figurative language; and appropriate topic development, and appropriate prosodic
grammatical signals or expressions suitable to features, stance, and behavior.
patterns of idea development.
EN8VC-IIa-1.3:
Predict the gist of the material viewed based on the title, pictures, and excerpts.
EN8LT-IIc-2.2.1:
Express appreciation for sensory images used.
Objectives:
1. Identify and describe the pictures about Japanese and Chinese traditions
2. Give some insights about the material viewed based on the title and pictures
3. Express appreciation for sensory images by participating actively in the discussion of the traditions and
in the performance tasks

Lesson: Japanese and Chinese Traditions Materials:
1. Visual Aids
2. Laptop and Projector References:
2. Learning Module pp. 52-54
III. LEARNING TASKS
Introduction:
Families all over the world celebrate important events which help preserve the history and traditions
of their countries. Most of these traditions and practices are handed down from one generation to the next.
Let‗s see how well you can identify a country and the tradition each family celebrates.
Directions: On the left are photos of East Asian families and on the right side are some traditions/festivals
celebrated in Asia. Match the family photos with the festival by writing the letter on the space provided for.
A ______ 1
B ______ 2
C _______ 3
Preliminary Activity
Anticipation-Reaction Guide
Directions: Read the set of statements found at the center column in the table below.
Respond to each statement:
Write Agree if you agree with the given statements.
Write Disagree if you disagree with the statements.

 Discussion of the lesson.
 Paper and Pen Activity
Analysis:
TRUE-FALSE STATEMENTS
Directions: Read the given statements. Identify whether the statements are TRUE or
FALSE. If your answer is FALSE, be able to provide justification on the space provided.
1. Japanese often send money to bereaved friends as an expression of sympathy.

TRUE FALSE
Justification: ______________________________________________________
2. Number 4 is considered lucky in Japan.

TRUE FALSE
Justification: ______________________________________________________
3. In Japan it is impolite to pour your own drink when eating with others--you pour your companion's
drink and your companion pours yours.
TRUE FALSE
Justification: ______________________________________________________
4. It is a no-no in Japan to pick up your rice or miso soup bowl and hold it under your chin to keep stuff
from falling.
TRUE FALSE
Justification: _____________________________________________________
5. Asians like Filipinos, Chinese and Japanese value family, hard work and their religion or faith. The
benefit of all the members of the family is more important than the individual. Education of children
and their excellence in school is important to them.
TRUE FALSE
Justification: _____________________________________________________
6. Most Chinese care more about the quality than the packaging of the gift. They will insist on declining
the gift. Furthermore, they will wait until the guests have left to open the gift.
TRUE FALSE
Justification: _____________________________________________________
7. The Chinese normally embrace each other. Kissing, whether on the cheeks or on hands, is usually
acceptable for the Chinese.
TRUE FALSE
Justification: _____________________________________________________
8. People in China tend to over-order food, for they will find it embarrassing if all the food is consumed.
TRUE FALSE
Justification: _____________________________________________________
9. In China, it is a common practice for visitors to tip the tour guide and driver in recognition of their
good service. Hotel bellboy expects your tips as well. It is not customary to leave tips at hotel or
local restaurant as the bill usually includes 10-15% service charge.
TRUE FALSE
Justification: _____________________________________________________
10. Chinese parents are usually concerned about the discipline of their children. The parent never
gets divorce if the relationship does not work. The father maintains a strict discipline over the
children.
TRUE FALSE
Justification: _____________________________________________________
Abstraction:
Based from the lesson, we may conclude that there are similarities between the Chinese and Japanese
customs and traditions as shown in the reading selections and activities.
Application:
Directions: Conduct an online or library research to come up with a comprehensive view of the unifying and
distinctive characteristics, values and traditions of the people of China, Japan and Philippines in
preparation for your final performance task. Use the template to guide you in your online or library
research.
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON PLAN IN
Grade 8-English – 4th week (Dec. 4-8)
Quarter: Second
Content Standard:
signals or features, stance, and behavior.
expressions suitable to patterns of idea

development.
EN8RC-IIf-11:
Transcode information from linear (Graphs and Tables) to non-linear texts and viceversa.
Objectives:
1.Identify the different kinds of graphs and tables
2.Transcode information from linear (Graphs and Tables) to non-linear texts and vice-
versa.
3.Express appreciation of the lesson by participating actively in the prepared
activities
II. LEARNING CONTENT Lesson: Tables and Graphs Materials:
1. Visual Aids
2. Laptop and Projector References:
2. https://www.superteacherworksheets.com/graphing.html
III. LEARNING TASKS
Introduction:
A picture, so they say, will tell a thousand words. But what about a graph or chart?
A good graph or chart can show as much as several paragraphs of words.
Identify the different kinds of graphs shown on the board.

• Bar graphs to show numbers that are independent of each other. Example data might include things
like the number of people who preferred each of Chinese takeaways, Indian takeaways and fish and chips.
• Pie charts to show you how a whole is divided into different parts. You might, for example, want to
show how a budget had been spent on different items in a particular year.
• Line graphs show you how numbers have changed over time. They are used when you have
data that are connected, and to show trends, for example, average night time temperature in each
month of the year.
• A pictogram is a special type of bar graph. Instead of using an axis with numbers, it uses
pictures to represent a particular number of items.
Activities:
• Discussion of the lesson
Graph- is a diagra
m showing the relation between variable quantities, typically of two
variables, each measured along one of a pair of axes at right angles.
Table- orderly arrangement of quantitative data in columns and rows. Also called
matrix.
• Board Activity
Analysis :
.
1-2.On two days, the same number of students are late.
Which days are these?__________________________
3.How many students are late on Friday?______________________
4.On which days are the most students late? ______________________
5.How many more students were late on Monday than Tuesday? ______________________
6. How many cyclists were from the USA? ___________
7. State the slowest time record. ___________
8. Who was in the lead for this part of the race?___________
9. If you are going to arrange the order of the cyclist using their last name, who will be the
third in the line? _____________________
10. How many countries were presented in the table? ___________

Abstraction:
Graphs and charts are used to make information easier to visualize.

Humans are great at seei ng patterns, but they struggle with raw numb ers.
Graphs and charts can show trends and cycles.
Application:
The learners are asked to conduct an interview about the ages of the grade eight students from Wisdom,
Integrity, Perseverance and Fidelity. Their output will be in the form of graph and table.
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON PLAN IN
Grade 8-English -5th week (Dec. 11-15)
Quarter: Second
Content Standard:
signals or features, stance, and behavior.
expressions suitable to patterns of idea

development.
EN8RC-IIa-2.22:
Evaluate the personal significance of a literary text.
EN8RC-IIa-2.18:
Relate content or theme to previous experiences and background knowledge.
Objectives:
1. Identify the personal significance of the Korean literary
2. Relate content or theme by citing similar traditions of Filipinos showing the love for their family
3. Express enjoyment in reading the short selections from Korea by participating actively in the prepared
activities

Lesson: The Tale of the Woodcutter and the Tiger ( Korean Folklore ) Materials:
1. Copy of the reading text
2. Laptop and Projector
References:
2. Learning Module pp. 318
III. LEARNING TASKS
Introduction:
The teacher will play two songs entitled ―Eye of the Tiger‖ and ―Roar‖.
Students will discuss the statements below before they proceed to the lesson proper.
True or False
__________ 1. Koreans are also Asians.

__________ 2. Koreans are superior to Filipinos.
__________ 3. Koreans who have learned to overcome challenges of modernity are admirable.
__________ 4. Koreans are our brothers and sisters.
__________ 5. If Koreans can overcome the challenges of modernity, Filipinos
can‘t.
__________ 6. I usually admire modern Koreans more than the traditional
Koreans.
__________ 7. Every human has the capacity to embrace modernity.
__________ 8. A Korean is deeply rooted to her / his own past‗.
__________ 9.We Filipinos should have the respect for the Koreans.
__________ 10. We should avoid things that Koreans do.
Activities:
 Reading the selection.

 Discussion
The Tale of the Woodcutter and the Tiger

Korean folklore recalls the tale of a woodcutter who encounters a tiger in the woods.
Fearing that he would soon be the tiger‘s dinner, he exclaimed: ―You must be my long
lost brother! Our mother cried for you when you left home. She had dinner ready for you
every night, waiting for your return. Sadly, out mother has just passed away. How happy
she would have been had she known you are alive and well!‖ The woodcutter took out his
handkerchief and pretended to wipe at his eyes. The tiger turned away, as tears fell down
his cheeks, leaving the woodcutter unharmed.
Every year thereafter, on Chesa, the memorial day of the woodcutter‘s mother‘s death,
an offering appeared on her grave - sometimes a peasant, or even his mother‘s favorite
mountain berries. The woodcutter did not know where these offerings came from. One
year, the woodcutter noticed that the customary offering had not been placed on his
mother‘s grave, and he wondered what had happened. Out from the bush, three baby
tigers appeared, carrying offerings. They approached the woodcutter and cried: ―You
must
be our uncle! Mother tiger is gone now, and we know how important it is for her to honor
grandmother by bringing an offering to her Chesa table beside her grave. We are here to
bring offerings for our grandmother in loving memory of our mother.‖ The woodcutter noticed
that his face had turned suddenly warm and realized that it was his own tears streaming
down his cheeks.
Analysis:
The learners will discuss the details of the story by telling the parts where the elements of the short
story arise and will be guided by the questions below.
1. Identify the characters in the story. What roles do the characters play in the tale? What are the
characteristics of these characters that you admire/don‗t admire?
2. What particular event or circumstance in the story has contributed to the Tiger‗s way of looking
at things in a different way? How has this new way of looking at things being passed on to the
next generation?
3. What kind of conflict led the woodcutter to ―fool‖ the tiger? What would be your own way of
saving yourself from danger?
4. What would you do if that sense of duty and shared destiny passed on to you is in conflict with
your own principles and beliefs in life?
5. Could this tale be used as basis for you to have a glimpse of how the
Koreans at present are coping with the challenges of modernity? Explain
Abstraction:
 The learners will come up with the comprehensive view of the

tale and the elements of the short story by doing the ― Picture
Perfect‖ activity. The leader will prepare a short description of
the picture that his/her members had shown. Their performance
will be graded according to the rubric below.
Application/Assessment:
The learners will be grouped into five and will show their
love for their family who were in heaven already by drawing
them on a one -fourth cartolina. Their performance will be
grade d according to the rubric.
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head
LESSON PLAN IN
Grade 8-English
Quarter: SECOND
Content Standard:
figurative language; and appropriate grammatical
development. features, stance, and behavior.
EN8G-IIg-9: Use appropriate grammatical signals or expressions suitable to each pattern of idea
development:
• general to particular
• claim and counterclaim
• problem-solution
• cause-effect
Objectives:
1. Define cause and effect.

2. Use appropriate grammatical signals or expressions suitable to each pattern of idea development:
cause and effect in sentences.
3. Show awareness on the issues and problems encountered by Filipinos
Lesson: Cause and Effect Relationship Materials:
1. Pictures
5. Metacards
6. Activity sheets References:
1. K to 12 Curriculum Guide (May 2016) p. 177
2. Skill Builders for Efficient Reading pp. 109-111
III. LEARNING TASKS
Introduction:
Cause and effect relationship can be used to develop effective paragraphs by describing what happens and
why it happens. You can do so by explaining reasons and consequences of an idea or event.
Your teacher will show you different pictures. Each group will be given a picture and will describe them in
front of the class.
Picture 1 Picture 2
Picture 3 Picture 4
Picture 5
Activity:
Task 1: Card Game Activity!
The teacher will ask you to have four volunteers from each group. You will be given a card with
phrases written on it. You will find the missing words/ phrases to complete the thought of the sentence. The
task is for two minutes.
Since the refrigerator was practically empty, we had to go to the market.

It had begun to rain so Iris and Basti had to run inside.
Chelsea got an A on her Science test because she studied very hard.
Mia got her heart broken because she saw Ely with another girl.
Mike spent all day in the kitchen because all of his friends wanted him to
make dinner for them.
As a result of the strong typhoon, many houses and trees lay in complete
ruins.
Since the car was making a strange noise, my dad took it to a mechanic.
The trip to the beach was cancelled because of the rain.
Powerful winds blew the roof off the house, and as a result, the family had nowhere
to live.
I drove to school very early so that I could find a good place to park.
Aiden was not able to go to soccer today because he had the flu.
Analysis:
Once you have finished the task, you will answer the following questions:
1. How did you come up with your answers?

2. What do you think are the keywords used for you to get the perfect match to complete the thought of the
sentence?
3. What is your own definition of cause? effect?
Abstraction:
• Task 2: Cause and Effect Match!
You will match each cause on the left with an effect on the right.
Application:
• Final Task: Organize Your Ideas!
Based from the previous lesson about ―The Story of the Aged Mother‖ you will make a cause and
effect graphic organizer. Make sure to write all the ideas that shows cause and effect. Be creative in
making your graphic organizer. Sample organizers are provided for you as a guide.
GRAPHIC ORGANIZER RUBRIC
DIRECTIONS: Using the following criteria, choose the appropriate number from the following scale that reflects
your assessment of the student‘s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The graphic organizer has an appropriate title and labels.
2. The graphic organizer‘s lines, boxes, and text are neat and
legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the

graphic organize are accurate.
5. The graphic organizer presents the information in a manner
that is easy to follow.
6. The relationships presented in the graphic organizer are
correct and clear.
7. The form in which the graphic organizer portrays the
information is appropriate to the relationships being
represented.
8. The graphic organizer demonstrates an understanding of the
topic, its relationships & related concepts.
9. The graphic organizer fulfills all the requirements
of the activity.
10. Overall, the graphic organizer represents the student‘s full

potential.
TOTAL:
Comments:_______________________________________________________________________
______________________________________________________________________
Assessment:
Students will answer a 1-10 item quiz.
Read each sentence below. Write the cause on the first line and the effect on the second line.
1-2. Amanda missed the bus and was late for school.
Cause:_______________________________________________________________________
Effect: _______________________________________________________________________
3-4. Vance worked hard on his homework and made an A.

Cause:______________________________________________________________________
Effect:_______________________________________________________________________
5-6. Lightning struck a tree, and the tree started to burn.

Cause:_______________________________________________________________________
Effect:________________________________________________________________________
REMARKS:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head
LESSON PLAN IN
Grade 8-English
Quarter: SECOND
Sub-Theme: Revisiting our Past
Content Standard:
The learner demonstrates The learner transfers learning by
understanding of: East Asian literature as an art composing and delivering a brief and
form inspired and influenced by creative entertainment speech featuring a variety of
effective paragraphs, appropriate grammatical
nature; relationship of visual, sensory, and signals or expressions in topic development, and
verbal signals in both literary and
appropriate prosodic features, stance, and behavior.
expository texts; strategies in listening to long
descriptive and narrative texts; value
of literal and figurative language; and appropriate
grammatical signals or expressions suitable to
patterns of idea development.
EN8VC-IIa-17:
Discern positive and negative messages conveyed in a material viewed Objectives:
1. Differentiate positive and negative messages
2. Define editorial cartooning
3. Discern the positive and negative message conveyed in the presented
Editorial cartoon
4. Accurately draw an editorial cartoon based on the editorial read
II. LEARNING CONTENT Lesson: Editorial Cartooning Materials:
1. Pictures
2. PowerPoint presentation
3. Copy of the Rubrics References:
1. K-12 Curriculum Guide pp. 177 2.
www.google image.com
http://www.tolerance.org/activity/editorial-cartoons-introduction
III. LEARNING TASKS
Introduction:
As human as we are, we have the freedom to express our thoughts and feelings. Of course, we
can do it using our own different ways. It can be through writing, singing, reciting a poem,
speaking, drawing and other activities that we feel we are comfortable about.
The students will name the following cartoon characters.
Picture 1 Picture 2 Picture 3
Picture 4 Picture 5
1 . Goku 2 . Piccolo 3 . Ruwaka Kaede 4 . Jerry 5 . Picachu
Activities
Task
The teacher will ask the students about their favorite anime or cartoon characters. The teacher will
call volunteer students to describe the characters that they want.
Task 2: Discussion of the Lesson
The teacher will show an editorial cartoon to the students and let them describe it.
This will lead to the discussion of an editorial cartoon.
Discussion about cartoon and editorial

cartooning through a PowerPoint
presentation from using this link.
http://www.slideshare.net/kazekage15/
editorialcartooning-24524379)
Things to consider in editorial cartooning:
a. Symbolism d. Humor
b. Stereotyping e. Analogy
c. Exaggeration f. Technical Skills
Examples:
A. SYMBOLISM
 dove – peace typewriter - press
 Duterte – government crocodile – corruption
 blindfolded lady with weighing scales - justice
 Juan dela Cruz – Filipino masses
B. STEREOTYPING
 mother – with apron
 government official –
 the poor – worn -out clothes
C .EXAGGERATION- the drawing should be exaggerated
D.HUMOR -Be funny, except in tragic situations.
E.ANALOGY -
F.TECHNICAL SKILLS
 Use of technical tools (pencil, pen and ink).
 Shadin g
 Shadowing
TIPS FOR CARTOONING

1. Take a side. Are you for or against a certain issue?
2. Use facial expressions and emotions.
3. Use universal symbols, those which can be understood at once by your
intended reader.
4. Do not clutter your cartoon with unnecessary details or complicate your
dra wing with artistic touches.
5. Limit the use of words or labels.
6. Limit the use of words or labels.
7. Use shading to make your article more convincing. Have only one light
source. 8.Draw your cartoons in landscape. Use margins/border: it shows
professionalism.
9. Have your own style. Do not copy or plagiarize.
10. Read, read and read. Remember: the editorial cartoonist is not just an artist.
Analysis
The following questions will be raised for more discussions of the lessons.
1. Why do you love watching cartoons?
2. How will you describe the different cartoon characters?
3. What are the differences between the cartoon characters and the real ones?
4.
Abstraction
Editorial
-an article in a newspaper that expresses the editor's opinion on a
subject of particular interest at the present time.
Editorial Cartoon
- It is an illustration expressing opinion and interpretation. It
is also called a ―wordless editorial‖. It may or may not be a complement of
the editorial. It serves the function of the editorial and the other contents of
the op -ed pages: to present an opini on on an issue.
Cartoon- comes from the words caricatures and lampoon, wherein

caricaturesis defined as drawings of people in which certain physical
features are exaggerated.
While lampoonis a subtle attack presented humorously.
Application
Task 1: Match the following words with their common symbols.
Write the letter on the space before the number.
_______1.Philippine Government a. chain
_______2.new generation b.money bags
_______3. peace c.dove
_______4.time d.rising building
_______5. hope e. rising sun
_______6.death f. big clock
_______7. wealth g. wave
_______8. hindrances h. baby,fetus
_______9.progress i. flag
_______10. slavery j. skull/ crossbones
ANSWER KEY
1. I 2. H 3. C 4. F 5. E 6. J 7. B 8. G 9. D 10 . A
REMARKS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON PLAN IN
Grade 8-English
Quarter: SECOND
Theme: Embracing Our Heritage
Content Standard: Performance Standard:
The learner demonstrates understanding of: The learner transfers learning by composing and
East Asian literature as an art form inspired and delivering a brief and creative entertainment speech
influenced by nature; relationship of visual, featuring a variety of effective paragraphs,
sensory, and verbal signals in both literary and appropriate grammatical signals or expressions in
descriptive and narrative texts; value of literal and
figurative language; and appropriate grammatical features, stance, and behavior.
development.
EN8V-IIe-24:
Discriminate between literal and figurative language Objectives:
1. Define literal and figurative language
2. Discriminate between literal and figurative language in the sentences
3. Show appreciation on how literal and figurative language are used in communication
Lesson: Literal and Figurative Language Materials:
1. Pictures
2. Activity sheets
References:
1. K to 12 Curriculum Guide (May, 2016) pp.

2. www.google.com,www.ereadingworksheets.com/figurative-language/
III. LEARNING TASKS
Introduction:
In speaking, we can express ourselves and our ideas straightforwardly by using
the words or phrases that we exactly mean. On the other hand, we can also say it in an
imaginative way to create an image or suggest an idea.
The teacher will post pictures on the board and let the students formulate phrases based on
them by filling out the missing letters.
1. f_ _g i_ the _hr_at 2. _ain_n_ ca_s and _o_s
3. t_ _ e f_ i_ s 4. f_s_ _ut of _he wa_e_
5. b_sy _s a _e_
Activity
 Discussion of the Lesson
Literal language is used to mean exactly what is written. It is simply

stating the facts as they are.
For example:
―It was raining a lot, so I rode the bus. ‖
In this example of literal language, the writer means to explain exactly what
is written: that he or she chose to ride the bus because of the heavy rain.
Figurative language is used to mean something other than what
is written, something symbolic, suggested, or implied. It uses words or

expressions with a meaning that is different from the literal interpretation.
Examples are the idioms or idiomatic expressions and the different figures of speech
such as simile, metaphor, hyperbole, personification, synecdoche and metonymy.
For example:
It was raining cats and dogs, so I rode the bus.
In this example of figurative language, there were not actually cats and
dogs falling from rain clouds,instead, the rain felt so heavy and large that it was
almost as if small animals were falling from the sky!
1. Simile- is a comparison of two unlike things using ―as or like‖. Example:
Jamie runs as fast as the wind.
Her cheeks are red like a rose.
2. Metaphor- is an implied comparison of two unlike things without the use of
―as or like‖.
Example: Her voice is music to his ears.
Her eyes were fireflies.
3. Hyperbole - is a figure of speech (a form of irony) in which
exaggeration is used for emphasis or effect; an extravagant statement.
Example: I am so hungry I could eat a horse.
Her brain is the size of a pea.
4. Personification - is a figure of speech where human qualities are given to
animals, objects or ideas
Example: The flame of the candle danced in the dark.
The sun smiled and chased away the angry clouds.
5. Synecdoche - a figure of speech in which a part is used for the
whole or the whole for a part, the special for the general or the general
for the special
Example: He will bring his wheels to the outing on Saturday.
The hired hands were doing their best to please their boss.
6. Metonymy -is a word or phrase that is used to stand in for another word.
Example: We must wait to hear from the crown until we make any
further decisions. ( crown - in place of a royal person ) If we do not fill
out the forms properly, the suits will be after
us shortly. ( the suits - in place of business people ) 7. Idiom-

(also called idiomatic expression) is an expression, word, or phrase that has a
figurative meaning.
Example: spill the beans - tell a secret.

―My three-year-old spilled the beans about the surprise
birthday party we were planning.
break a leg- something you say to someone you want to wish

luck on.
―Is tonight your big performance? Break a leg!
 Task: Pair Activity
The students will look for their partner, then read and answer the activity below.
(1 minute will be allotted for this task)
Write DM on the blank if the sentence before the number is expressing a direct meaning and HM if
there is a hidden or another meaning.
_______1.I‘m so hungry, I could eat a horse.
_______2. He was late to dinner.
_______3. The field is calm and quiet.
_______4.The sky is full of dancing stars.
_______5.I stayed up late last night, I‘m so tired!
ANSWER KEY
1 . HM 2 . DM 3 . DM 4 . HM 5 . DM
Analysis
Students will answer the following questions orally.
1. How did you arrive with your answers?
2. Do you have a clue in identifying sentences with direct meaning? If so, what is it?
3. Do you have a clue in identifying sentences with hidden meaning? If so, what is it?
4. Compare the sentences with direct meaning to the sentences with hidden meaning.
Abstraction
Based from the discussion of the lesson and the activities given, differentiate literal language and
figurative language
Literal language is used to mean exactly what is written.

It is
simply stating the facts as they are.
Figurative language is used to mean something other than what

suggested, or implied.It uses words or
is written, something symbolic,
expressions with a meaning that is different from the literal
interpretation.Examples are the idioms or idiomatic expressions and
the different figures of speech such as simile, metaphor, hyperbole,
personification, synecdoche and metonymy.
Application:
Tell whether the underlined phrase in each number used literal or figurative language. Write L on the
space before the number if literal and F if figurative.
_______1.Cathy‘s favorite snack is bread and butter.

_______2. I worked as a bartender for a year, and it was the tips that were my bread
and butter.
_______3.This assignment is a piece of cake.
_______4.I saw him yesterday because we rode in the same boat.
_______5.She's always complaining that she doesn't have enough money, but we're
all in the same boat.
_______6. Her eyes are as blue as the sky.
_______7. The sky is blue for the weather is fine.
_______8. The young lady is beautiful like a fairy.
_______9. The baby slept in lap of its mother.
_______10. I looked for Mary and Samantha at the bus station.
ANSWER KEY
1 .literal 2 . Figurative 3 . Figurative 4. Literal 5. Figurative

6. Figurative 7. Literal 8. Figurative 9 . Literal 10 . Literal
REMARKS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
Content Standard:
delivering a brief and creative entertainment speech
East Asian literature as
featuring a variety of effective paragraphs,
an art form inspired and influenced by nature;
relationship of visual, sensory, and verbal signals in appropriate grammatical signals or expressions in
both literary and expository texts; strategies in topic development, and appropriate prosodic
listening to long descriptive and narrative texts; features, stance, and behavior.
value of literal and figurative language; and
appropriate grammatical signals or expressions
suitable to patterns of idea development.
EN8OL-IIg-3:
Deliver a self-composed entertainment speech using all the needed speech conventions.
Objectives:
1. Describe an entertainment speech based from watched video.
2. Deliver a self-composed entertainment speech using all the needed speech conventions.
3. Display a positive attitude while delivering the speech.
Lesson: Entertainment Speech Materials:
1. Pictures
3.Activity sheets
References:
2. Internet resources: http://www.jokes4us.com/pickuplines/sweetpickuplines.html
https://www.youtube.com/watch?v=YZZkw33zkY0
III. LEARNING TASKS
Introduction:
Filipinos are known to be resilient and a happy race in spite of being tagged once as the world's
most disaster-prone nation. Majority of people in the Philippines can manage to smile, sing,
laugh and even throw a joke in the face of a tragedy. When someone dear to them dies, you can
still see the bereaved family laughing and making funny jokes. When there is flood in the
Philippines, most of the affected people are still able to smile easily or laugh while trying to help
each other. You would even see some people posting pictures online having some fun while
drinking in the middle of a knee-deep flood street!
Preliminary Activity: Let’s Crack a Joke!

The students will be divided into five groups.
Each group will have one representative. Each representative will give
pick-up lines to the class.
Sample Pick-Up Lines
1. ―Your dad must‟ve been retarded, „coz you are special.”
2. “My love for you is like diarrhea. I just can‟t hold it in.”
3.“Your dad must be a terrorist, because yoh da bomb!”
4.“We must be near an airport, because my heart just took off when I saw you!”
5. Boy: How many letters are in the alphabet?
Girl: 26!
Boy: I thought there was 21?
Girl: Umm, no!
Boy: "Oh I must have forgotten the letters U R A Q T"
6. Knock Knock Who's There?
Olive Olive
who?
Olive you.
Activity:
 Task 1: The Art of Lying!

The teacher will ask you to watch the video of Rhea Abegail Fatog an entertainment speech: The
Art of Lying.
https://www.youtube.com/watch?v=YZZkw33zkY0
Analysis:
Once you have finished watching you will answer the following questions:
1. What can you say about the video?

2. What kind of speech do you think it is?
3. What makes it an entertainment speech?
Abstraction:
Process Questions:
1. What do you think is the purpose of an entertainment speech?
2. Do you think that when you give series of jokes it can be considered as an entertainment speech
already?
3. Is it also giving moral lesson in life?
The primary purpose of a speech to entertain is to have the audience
relax, smile and enjoy the occasion. The speech should have a
central theme or a focus. A series of
jokes will NOT work well for this type of speech. Good speeches to entertain typically mix
humor with more serious morals, lessons learned, or experiences. In other words, they
have a real point to make… they are not just silly, slapstick humor. You can tell a
lighthearted,
personal story that reveals a life lesson you’ve learned or examine a familiar subject from a
different and unexpected viewpoint or take a lighthearted look at a particular issue
Application:
 Final Task: Stand and Deliver!

You will make an entertainment speech of your own and will deliver it to the
class.
Here are some suggested topics to work on:

 Clean your house in 30 minutes.
 How to impress a girl.

 Breaking up isn‟t hard.
 What to do when you are bored on a lazy Sunday.
 Bad hair day solutions.
ENTERTAINMENT SPEECH RUBRIC
Content/Organizational Skills:
Intro/Attention Getter 5 4 3 2 1
Descriptive/Slo-Mo Language 5 4 3 2 1
Theme 5 4 3 2 1
Transitions 5 4 3 2 1
Organization and Flow of Story 5 4 3 2 1
Creativity /Appropriateness of Topic 5 4 3 2 1
Conclusion/Ending 5 4 3 2 1
Presentation Skills: Physical

Eye Contact/Facial Expression 5 4 3 2 1
Effective use of notes 5 4 3 2 1
Gestures/Movement 5 4 3 2 1
Engagement of Audience 5 4 3 2 1
Use of Visual Aid 5 4 3 2 1
Presentation Skills: Vocal
Rate/Intentional Pauses 5 4 3 2 1
Voice Projection (volume) 5 4 3 2 1
Vocal flexibility/Tone variation 5 4 3 2 1
Concise Word Choice (no fillers) 5 4 3 2 1
Presentation Skills: Mental

Energy & Attitude 5 4 3 2 1
Personality/Creativity 5 4 3 2 1
Composure/Confidence 5 4 3 2 1
General Preparation 5 4 3 2 1
REMARKS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
influenced b y nature; relationship of visual, featuring a variety of effective paragraphs,
sensory, and verbal signals in both literary and
appropriate grammatical signals or expressions in
descriptive and narrative texts; value of literal and topic development, and appropriate prosodic
signals or expressio ns suitable to patterns of idea
development.
EN8LT- IIc-2.2:
Explain how the elements specific to a genre contribute to the theme of a particular
literary selection Objectives:
1. Explain how the elements of short story contribute to the theme of a particular literary selection
2. Describe the important details from the text.
3. Narrate the story by completing the story map.
4. Show appreciation of the lesson by engaging themselves in the activities

Lesson: Elements of Short Story
The Story of the Aged Mother: A Japanese Folktale by Matsuo Basho Materials:
1. Copies of the text
2. Activity Sheets
3. Story Map
References:

2. Learning Package pp. 45-46 & pp. 139- 140
3. Online:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/48295
III. LEARNING TASKS

Introduction:
Reading literature is like looking a painting or a mural. It is seeing beyond one ‘s eyes. In
paintings, we find meanings as interpreted by the artist. The artist has a way of interpreting his
subject. This is the role of literature. It is to make the reader interpret and imagine what he is
reading and to identify himself with it. By a skillful used of language, the writer places realism
and uniqueness in his stories, poems or essays, as if making the reader feel as if he has
experienced it in his life
Elements of a Short Story
Setting- tells the reader where and when the story takes place.
Characterization- creation of imaginary people who appear to be real to
the reader. The writer gives information about the characters in the s tory.
Plot- A series of events that happens in the story.
Elements of Plot
a. Exposition- gives background information at the beginning of the
story. It introduces the setting, characters, conflict, and sometimes,
what happened in the past.
b. Rising action- the part where the conflict starts getting obvious and
suspense begins to build as the main characters fight to solve the
problem.
c. Climax- the turning point or the point at which the conflict is
resolved.
d. Falling Action- The effects of the c limax are shown in this part. The
suspense is lower but the results of the decision or action from the
climax are worked out.
e. Resolution– tells how the struggle ends and ties up and loose end
of the plot
Theme- the ―message‖ presented through the characte rs and the
plot.
Point of view- the position of the narrator of the story and what the
writer sees from the vantage point.
-1st Person(I, me…)
-3rd Person(He, She, They, Them)
Mood- the feeling that the writer wants the reader to get from a work
of literature such as excitement, anger, sadness, happiness, or pity.
Tone- the element that reflects the writer‘s attitude towards his or her
subject. It might be humorous, admiring, sad, angry or bitter,
depending or how the writer feels about the subject.
Activity:
Task 1: Silent Reading of the story
Task 2: Check Your Vocabulary
Task 3. WORD WATCH

Directions: In the middle of each Word Chart are words found in the selection. In your group, give
the definition of the word in focus. Then, give examples of words with similar meanings
(SYNONYMS) and words that have opposite meaning (ANTONYMS). Finally, use the word in a
sentence. Write in the circle below.
Analysis
Comprehension Questions. (Pair work) Answer the questions with a partner.
1. Who are the characters of the story? Who is the protagonist? Who is the antagonist?
2. Where is the setting of the story?
3. What was the cruel proclamation of the governor?
4. Why did the leader issue the proclamation?
5. How does the poor farmer or youth fell about the proclamation?
6. How did the story end?
Abstraction
Directions: Complete the story map.
Application
Direction: Answer the following questions in a half sheet of paper.
1. If you were the farmer, what are you going to do with your old mother if the president of
the Philippines wants old mothers to die alone in the mountain?
2. How would you compare the mother with your own mother?
REMARKS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
signals or expressions suitable to patterns of
idea development.
EN8WC-IIc- 2.2.1:
Develop related support sentences Objectives:
1. Identify the topic and supporting details used in the paragraphs.
2. Write the topic and supporting details used in the given paragraphs.
3. Appreciate the lesson by doing the activity completely.
II.LEARNING CONTENT
Lesson: “Topic Sentence and Supporting Details” Materials:
1. Activity Sheets
References:
2. Learning Module pp. 627-628
3.Online:https://www.internet4classrooms.com/grade_level_help/writing_sup
porting_details_language_arts_fifth_5th_grade.htm
III. LEARNING TASKS Introduction:
A paragraph is a series of sentences that support a main idea, or point. A paragraph typically starts
with the main idea or point (also called the topic sentence), and the rest of the paragraph provides
specific details to support and develop the point. The illustration below shows the relationship between
point and support.
Preliminary Activity
Directions: The teacher will post the copy of a paragraph and ask them to identify the topic sentence
and supporting details used in the paragraph.
People in my family love our dog Punch. However, I have several reasons for wanting to get rid
of Punch. First of all, he knows I don‘t like him. Sometimes he gives me an evil look and curls his top lip
back to show me his teeth. The message is clearly, ―Someday I‘m going to bite you.‖ Another reason to
get rid
of Punch is he sheds everywhere. Every surface in our house is covered with Punch hair. I spend more
time brushing it off my clothes than I do mowing the lawn. Last of all, Punch is an early riser, while (on
weekends) I am not. He will start barking and whining to go outside at 7 a.m., and it‘s my job to take care
of him.
When I told my family that I had a list of good reasons for getting rid of Punch, they said they would
make up a list of reasons to get rid of me.
Students response should be like these:

Topic/Point: I have several reasons for wanting to get rid of Punch.
Supporting detail: 1. He knows I don‘t like him.
Supporting detail: 2. Punch sheds everywhere.
Supporting detail: 3. Punch is an early riser.
Activity:
Task 1: Here are fifteen topics. See if you can write main ideas about any five of them. Put your topic
sentences in the spaces provided.
Examples:
Teacher My senior business teacher, Mrs. Catherine, was the
best teacher I ever had.
Fast-food restaurants Given a choice, I prefer a fast-food restaurant to a
diner.
My dog Rusty, my golden retriever, has some odd habits.
Topics Topic Sentences
Task 2: Look at each of the following three paragraphs and then complete the outline for each
paragraph. Notice that words such as first, also, another, and finally often signal each new item of
support.
Being a celebrity is often difficult. First of all, celebrities have to look almost
perfect all the time. There‘s always a photographer ready to take an
unflattering picture of a famous person looking dumpy in old clothes.
Celebrities also sacrifice their private lives. Their personal struggles, divorces,
or family tragedies all end up as front-page news. Last, and most frightening
of all, celebrities are in constant danger of the wrong kind of attention.
Threatening letters and even physical attacks from crazy fans are things a
celebrity must contend with.
Point: ______________________________________________________________________
_______________________________________________________________________________
Supporting detail: 1.___________________________________________________________
Supporting detail: 2.___________________________________________________________ Supporting
detail: 3.___________________________________________________________
People lie for different reasons. One common reason is to avoid hurting someone‘s feelings. For
example, a friend might ask, ―Do you like my new haircut?― If you think it‘s ugly, you might
still answer, ―Yes.‖ Another common reason for lying is to avoid a fight. Say a friend angers you
and then asks, ―Are you upset with me?‖ You might answer, ―No,‖ to avoid an argument.
People also lie so that they‘ll fit in, as when you listen to a boring person and politely say,
―That‘s interesting.‖ In addition, people lie to avoid spending
more time with someone. For instance, you might lie, ―I have to go now.‖
Point:___________________________________________________________________
_______________________________________________________________________
Supporting detail: 1.________________________________________________________
Several factors can interfere with having a good memory. For one thing, there can be a lack of
motivation. Without a real desire to learn or remember something, you probably won‘t. Also a factor is
a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis.
Yet another factor that can hurt memory is self-doubt. If you‘re convinced you won‘t remember
something, you probably won‘t. In addition, distraction can interfere with memory. If you‘re distracted
by a television or by conversation nearby, try to find a quiet environment before trying to commit
something to memory.
Point:__________________________________________________________________
_______________________________________________________________________
Supporting detail: 1. _______________________________________________________
Analysis:
Directions: Look at the following outline of a paragraph. The point is followed by six facts, only
three of which are on target in supporting the point. The other facts are irrelevant to the point. See
if you can check the three relevant statements of support—the ones that hit the bull‟s-eye.
Point: My dog Otis is not very bright.

___ 1. He‘s five years old and doesn‘t respond to his name yet.
___ 2. He cries when I leave for work every day.
___ 3. He always gets excited when visitors arrive.
___ 4. He often attacks the backyard hedge as if it‘s a hostile animal.
___ 5. He gets along very well with my neighbor‘s cat.
___ 6. I often have to put food in front of him because he can‘t find it by himself.
Now read the following comments on the six items to see which ones you should have checked and
why.
Explanation
1.Most dogs know their names. Otis‘s unfamiliarity with his own name reveals a weak
memory, and memory is one aspect of intelligence. You should have checked this item.
2.Even an intelligent dog might be sad when its companions leave the house. 3. Both bright and
not-so-bright dogs are happy to see old and new human friends.
4. The inability to distinguish between a bush and an animal—friendly or hostile— suggests a lack of
analytical skills. You should have checked this item.
5. Dogs of all degrees of intelligence have been known to be friendly with cats.
6. Most dogs recognize food much more often than their owners would like them to. Otis‘s inability to
find food clearly indicates poor problem-solving skills. You should also have checked this item.
As illustrated on the previous page, you want all the details you provide in a paper to be on target
and hit the bull‘s-eye in support of your point.
Abstraction
Topic Sentence is a sentence that expresses the main idea of the

paragraph in which it occurs.
Supporting details provide the information that supports the topic sentence.
You can create supporting details with descriptions, examples, reasons,
explanations and comparisons.
Application/ Assessment
Directions: Each point is followed by three statements that provide relevant, ontarget support
and three that do not. In the spaces, write the letters of the three relevant statements of support.
1. Point: I’m a perfect example of someone who has “math anxiety.”
A. I feel dread every time I sit down to take our Friday math quiz.
B. Fear of math is almost as widespread as fear of public speaking.
C. During my last math test, I ―froze‖ and didn‘t even try to answer most of the questions.
D. I also have a great deal of anxiety when I sit down to write a paper.
E. I turned down a summer job as a salesclerk because I would have had to figure out how much
change customers should get back.
F. I used to be afraid to raise my hand in class, but now it‘s easier for me to answer questions.
Items that logically support the point: ________ ________ ________
2. Point: Elephants are very intelligent animals.

A. For years, hunters shot elephants to obtain the ivory from their tusks.
B. Like chimps, elephants can recognize their reflections in mirrors.
C. Elephants tear off branches of trees to use as fly swatters.
D. Elephants have been seen keeping vigil over their dead companions.
E. An elephant can live as long as sixty-five years.
F. Elephants should not be forced to perform in circuses.
3. Point: Drinking coffee can be bad for people.

A. Some people don‘t like the taste of decaffeinated coffees.
B. Coffee in the evening can interfere with sleep at night.
C. As addictions go, coffee is less dangerous than tobacco.
D. Too much coffee can cause the hands to shake.
E. Drinking too much coffee can lead to a faster heartbeat and light-headedness.
F. Most coffees cost under five dollars a pound.
4. Point: If you think school is difficult, it’s even harder for older students.
A. Studies show that more and more adults are returning to school.
B. It takes a lot of work to re-learn study habits.
C. Many older students have family and job responsibilities in addition to classes.
D. Some older students are afraid of not ―fitting in.‖
E. It is never too late to gain new knowledge.
F. Older students can contribute to class discussions by talking about their ―real-world‖ experiences.
5 . Point: Schools should eliminate the summer vacation.

A. It costs too much money for school buildings to remain empty in the summer months.
B. Students have more energy than adults.
C. Year-round school can better prepare students for year-round work in the adult world.
D. During summer classes, schools should be air-conditioned.
E. Students will learn more and forget less if they attend school twelve months a year.
F. Students won‘t be able to take summer jobs that would provide money for college.
Items that logically support the point: ________ ________ ______
REMARKS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head
LESSON EXEMPLAR
Grade 8-English
Quarter: SECOND
East Asian literature as an art form ins pired and delivering a brief and creative entertainment speech
development.
EN8G-IIa-9:
Use appropriate grammatical signals or expressions suitable to each pattern of idea
development:
-general to particular
-claim and counterclaim
- problem - solution
-cause-effect
-and others
Objectives:
1. Define problem and solution
2. Write the problem and solution based on the given situation
3. Sympathetically propose solution to the problem shared by a colleague
Lesson: Problem-Solution Materials:
1. visual aids
2. rubrics
References:
1. K-12 Curriculum Guide pp. 177
2. http://www.studyzone.org/testprep/ela4/a/problemsolutionl.cfm
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effectproblem-solution-
common-text-types-in-the-times/?_r=0
III. LEARNING TASKS
Introduction:
We cannot avoid the fact that we will encounter problems in our lives. But no matter how
hard they are, there are always appropriate solutions to them.
Write It, Share It, Solve It !
The students will find a partner whom they feel that they are comfortable working with. In a sheet
of paper, each pair will write 2 problems that they encounter in their life, whether about self,
family, school, love life and others. Then they will exchange their papers to think of pieces of
advice that they can give to each one of them. They will have the pair sharing for 5 minutes.
Activity
Direction:Choose the solution for each of the following problems below. Choose from the options
inside the box. Write the letter of the correct answer on the space before the number.
PROBLEM
______1. Sue loves to eat apples, but lost her two front teeth.
______2. Kylie wanted to ride her bike, but when she went to get on it there was a flat
tire.
______3.Rose was going on a field trip to the planetarium, but didn't know anything
about the stars.
______4. Kate needs to go to the store for milk, but it is raining.
______5. Megan forgot her lunch at home.
A. She asks if she can use her mom's umbrella to stay dry on his way to the store.
B. Her mother drive it to school.
C. Her mom said she would cut her apple in small pieces so she could still eat it.
D. She went to the bike shop with the flat tire and had it repaired.
E. She went to the library in school and took out some books on stars.
ANSWER KEY
1.C 2.D 3.E 4.A 5.B
Task 2: Underline the problem and encircle the solutions presented in the paragraph below.
How to Relieve Exam Anxiety
There are certain things which students can do if they suffer from exam anxiety. To begin with,
they should get a good night‘s sleep the day before the exam. If they sleep well, they will be able to
concentrate and do well in the exam . If not, this will cause more stress and anxiety. The second
effective solution is to change their poor study habits. If they start to study one day before the exam,
this will cause worry and stress. However, if they change such habits and start to study regularly,
this will give them confidence before and during the exam. The last thing they should do is to think
positive. When they think positive, they will get rid of all their fears and worries. For example,
visualizing themselves as a student who has a high mark before the exam can make them feel better.
In summary, getting a good night‘s sleep, changing their poor study habits and thinking positive are
effective solutions to deal with exam anxiety.
Analysis
Read this paragraph and see how the signal words were applied.
Abstraction
A problem is something that causes trouble for the character in a story or

sentence.
The solution is how that character solves, or fixes the problem.
Problem- Solutionuses signal words like because, one part of, as a result,
consequently, this led to, if…then, remedy, thus, due to and one ste p of the
solution is…. ,in order to solve, to solve this problem .
Assessment
Task 1: Problem and Solution
Application
Write a Problem-Solution essay on the following topics: Be guided by the criteria below .
*Nowadays many people have access to computers on a wide basis and a large number of children
play computer games.
Guide Question: What are the negative impacts of playing computer games and what can be done to
minimize the bad effects?
*Students’ low academic performance is one of the problems encountered by youth nowadays.
Guide Question: What are the things that affect the students ‘academic performance and how can the
students themselves address the problem?
REMARKS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
Prepared by:
ALDEN R. PACEÑO
Subject Teacher
Noted by:
RESTIE F. GUPANA
School Head

G8 English Lesson Exemplar 2nd Quarter

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HINANDAYAN NATIONAL HIGH SCHOOL

III. LEARNING TASKS

opportunist honest conceited humble greedy

Lines of the Characters

"I am strong" he told them on hearing their story. "I

“Well, I'm pleased that you think so highly of me

Korean Beliefs and Practices

 Final Task: Convince Me!

WRITING AN ESSAY RUBRIC

HINANDAYAN NATIONAL HIGH SCHOOL

Task 1: You Heard It Right!

• Task 4: Spin a Story Wheel!

Here are some suggested scenes but you may come up

envelope from the Mighty Emperor

Point for localization:

Point for contextualization:

Information is accurate Information is well Some information is Information is poorly

Excellent job on Style, purpose, Information mislabeled Grammar, punctuation,

Student demonstrates Student is at ease Student is Student does not have

RUBRIC FOR SINGING

Rhythm Tempo/rhythm are Some regularity in Maintains consistent Maintains appropriate

Expression/ Monotonic or Expression is Expression is generally Expression enhances

ROLE PLAY RUBRIC

HINANDAYAN NATIONAL HIGH SCHOOL

patterns of idea development.

II. LEARNING CONTENT

Respond to each statement:

Write Agree if you agree with the given statements.

Write Disagree if you disagree with the statements.

1. Japanese often send money to bereaved friends as an expression of sympathy.

2. Number 4 is considered lucky in Japan.

HINANDAYAN NATIONAL HIGH SCHOOL

expressions suitable to patterns of idea

A good graph or chart can show as much as several paragraphs of words.

Identify the different kinds of graphs shown on the board.

3.How many students are late on Friday?______________________

4.On which days are the most students late? ______________________

6. How many cyclists were from the USA? ___________

7. State the slowest time record. ___________

8. Who was in the lead for this part of the race?___________

third in the line? _____________________

10. How many countries were presented in the table? ___________

Graphs and charts are used to make information easier to visualize.

HINANDAYAN NATIONAL HIGH SCHOOL

expressions suitable to patterns of idea

II. LEARNING CONTENT

__________ 1. Koreans are also Asians.

 Reading the selection.

The Tale of the Woodcutter and the Tiger

 The learners will come up with the comprehensive view of the

HINANDAYAN NATIONAL HIGH SCHOOL

1. Define cause and effect.

Since the refrigerator was practically empty, we had to go to the market.

1. How did you come up with your answers?

1. The graphic organizer has an appropriate title and labels.

4. The spelling, grammar, and punctuation of the text on the

9. The graphic organizer fulfills all the requirements

10. Overall, the graphic organizer represents the student‘s full

3-4. Vance worked hard on his homework and made an A.

5-6. Lightning struck a tree, and the tree started to burn.

Items that logically support the point:

Items that logically support the point:

Items that logically support the point:

Items that logically support the point:

Items that logically support the point: __